Abstract
The learning approach so far at the State Polytechnic of Malang is more directed to teacher center learning (TCL). Currently, students can build their own knowledge in the learning process known as student center learning (SCL). In addition, the assessment of students is also more comprehensive and includes three aspects, namely: cognitive, affective and psychomotor. One such learning model is to use a portfolio approach. This is in accordance with the learning objectives of E-Commerce at the State Polytechnic of Malang given in semester 5, which emphasizes the achievement of these three aspects. The results show that E-Commerce learning based on E-Portfolio can raise enthusiasm for students, namely raising entrepreneurial attitudes and motivation and being able to understand the focus of the material discussed by lecturers in teaching, because the content and presentation of learning materials involves students actively and is combined with hands-on experience in the field.
Highlights
The assessment of students is more comprehensive and includes three aspects, namely: cognitive, affective and psychomotor. One such learning model is to use a portfolio approach. This is in accordance with the learning objectives of E-Commerce at the State Polytechnic of Malang given in semester 5, which emphasizes the achievement of these three aspects
The results show that E-Commerce learning based on E-Portfolio can raise enthusiasm for students, namely raising entrepreneurial attitudes and motivation and being able to understand the focus of the material discussed by lecturers in teaching, because the content and presentation of learning materials involves students actively and is combined with hands-on experience in the field
Based on the results of the needs analysis, it can be concluded that the development of E-Commerce learning methods based on E-Portfolio is very much needed or needed by students and lecturers
Summary
Degeng (2001) asserts that learning is a process of interpreting new information. Because everything is temporary and dynamic in accordance with the meaning of reality and existing social phenomena. This step is intended to determine the abilities of students after taking certain courses, b). Analyzing learning needs, 2) identifying general learning objectives, 3) analyzing and identifying input behavior and student characteristics, 4) formulating specific learning objectives, 5) developing learning materials, 6) determining appropriate learning steps and strategies. The fourth stage is developing the topic into a portfolio-based learning display, which consists of 6 steps, namely 1) identifying problems that exist in the community, 2) selecting problems for semester studies, 3) collecting information about problems to be studied in the semester, 4) making semester portfolios, 5) presenting e-portfolios (show cases) and 6) reflecting on the learning experience. The fifth stage is the testing phase of the e-portfolio-based learning design product, which consists of an expert review and a field trial stage
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